JMIR Publications

ABSTRACT

Background:

Inexperienced adolescent drivers are particularly susceptible to engaging in distracted driving behaviors (DDB) such as texting while driving (TWD). Traditional driver education approaches have shown limited success in reducing motor vehicle crashes among young drivers.

Objective:

We test an innovative approach to help address the critical issue of DDB among teenagers. We investigated the effectiveness of using a novel virtual reality (VR) game "Distracted Navigator" to educate novice teenage drivers about DDB.

Methods:

The game consisted of maneuvering a spaceship around asteroids while engaging in simulated DDB (e.g., inputting numbers into a keypad). Facilitated discussion, based on the Theory of Planned Behavior, linked gameplay to real-life driving. Teenagers were recruited and divided into intervention (VR gameplay/discussion) and control (discussion only) groups in a ratio of 2:1. Pre-post surveys measured the impact on TWD-related beliefs and intentions. Focus group interviews elicited feedback on the utility of the VR gameplay and discussion.

Results:

The majority of participants were male (62.5%), ranging 14-17 years old (M(SD) =15.8(0.92)), with universal cell phone ownership. Approximately 60% reported never texting while driving and 29% said they rarely did. Compared to the control group (n=7), the intervention group (n=17) was more likely to report that the programming had changed how they felt about texting and driving overall (P=.015). However, specific TWD attitudes and intentions were not different by treatment status. Irrespective of the treatment, pre-and post-scores indicated reduced confidence in safely texting while driving (perceived behavioral control; P=.005). Thematic analysis revealed: 1) the VR gameplay adeptly portrayed real-world consequences of texting and driving; 2) participants highly valued the interactive nature of the VR game and discussion; 3) both the VR game and facilitated discussion were deemed as integral and complementary components, and 4) feedback for improving the VR game and discussion.

Conclusions:

Our findings show the novel use of immersive VR experiences with interactive discussions can raise awareness of DDB consequences and is a promising method to enhance driving safety education. Widespread accessibility of VR technology allows for scalable integration into driver training programs, warranting a larger, prospective randomized study.